In this study, the author conducted a survey among Japanese university students with low English proficiency about their images of ideal English teachers. The findings indicate the following needs: (1) to teach English comprehensively for students' better understanding; (2) to know the degree of difficulty, progress and quality of learning to enhance students' self-efficacy in English learning; (3) to teach English in an enjoyable way; (4) to monitor each student; (5) to possess a high degree of tolerance toward low English proficiency; and (6) to have an active personality. It is underscored that these images of ideal English teachers are significant for teachers in not only understanding students' expectations from their English class but also to subsequently improve the class

English remedial education has become an important issue in the field of English as a second language, as approximately 80% and 60% of state and private universities, respectively, are currently conducting remedial education. However, since most universities do not have specific goals, curriculums, or methods, there is no sense of unity among these crucial ingredients of education, allowing individual teachers to do what they believe important for students to learn. Some teach basic grammar believing this is the basis of English ability while others focus more on communicative English in order to show the interesting aspects of English learning to unmotivated learners. To reveal the current state of English remedial education, the authors have conducted a preliminary study targeting teachers on their goals, activities, difficulties, and beliefs in relation to English remedial education. Findings show that many teachers focus on basic grammar and vocabulary believing learners must at least understand junior high school level English, and that some teachers feel the need for a well-planned curriculum with specific goals, plans, and activities to lead learners through a unified, focused path to improve their English.

The author taught a class of university juniors with different levels of English proficiency. In the class, students with low English proficiency showed no interest in learning English because they felt that the level taught was too advanced. They were, therefore, demotivated to learn English and did not participate in class. To induce active class participation among such students, the author offered speech training sessions. It was estimated that the training would be useful, irrespective of the students' levels of English proficiency, for all those who were not accustomed to speaking in English in public. As a result of the training conducted over a course of four sessions, students realized that their ability to speak English improved and their self-efficacy significantly enhanced.

著者専攻: 英語教育学

In general, low English proficiency university students lack confidence in learning English. They have not known the pleasure of learning English because they have been taught in archaic and monotonous ways. Thus, they tend to dislike learning English. In this study, the author attempted to design a class for students to improve their impression of the approaches of learning English. As a result of the various approaches, these students enjoyed the class and their impression toward the class turned into a delightful experience. Furthermore, their self-efficacy and English proficiency improved significantly. This paper reports the approaches that the author carried out to engage students in learning English.

小学校外国語活動が2011年度より必修化されたが,音声を中心に行われる活動において,多くの学級担任は英語発音に苦手意識を持っており,自身の英語発音を向上させることを望んでいる。本研究では,小学校外国語活動指導者養成授業において英語発音向上を目的とした縦断研究を実施するにあたり,パイロットスタディとして,小学校教員を目指す大学生を対象に英語発音のトレーニングを行った。トレーニングでは,学生がペアになり,交代で教師役を行いながら発音指導の練習を行い,パートナーの発音に助言を与えることによって,教師と学習者の立場で英語調音法の理解を深め,自身の英語発音を向上させることを試みた。結果,互いに助言を与えあうことが調音法理解に効果的であると学生が実感していることが明らかになり,トレーニング後の発音に全般的な伸びが見られ,トレーニングに一定の効果があったことが確認された。

著者専攻: Extensive Reading/TESOL

[要旨] 近年、大学入試制度の変容により、英語嫌いの学生が、英語を勉強せずに入学することが可能になってきた。英語への苦手意識をあらわにする学生を強制的に授業に参加させることは、教師・学生双方にとって苦痛であり、学生の英語嫌いを助長することになる。本研究では、英語が苦手な学生を対象としてアクション・リサーチを行い、教師が授業を振り返り、学生の英語力やクラスの特性に合うよう指導法を見直すことによって、学生の学習姿勢を改善することを目的とした。まず授業における問題点を整理し、指導の過程で学生が自ら授業に参加したいと思うような工夫を凝らし、動機づけを高める励ましのフィードバックを与えた。結果、学生の学習姿勢が大きく改善し、自ら進んで課題に取り組むようになった。アクション・リサーチは、授業の質を高めることを目指す教師にとって非常に有効な研究手法であり、教師と学生の信頼関係構築にも大きく貢献する手段であると言える。 [Abstract] In recent years, a change in university entrance system has allowed students who do not like English and have not studied it to enroll at universities. At university, however, students are forced to take English classes, which are a burden on both teachers and students, and which increase students' loathing for the English language. This study was undertaken to promote a positive learning attitude in sports-recommended students reluctant to learn English. The author modified the lesson plans to meet students' English abilities and characteristic profiles through an action research. She considered the problems confronting the students and then came up with various ideas and solutions, and further provided encouragement to motivate students. As a result, students participated enthusiastically and demonstrated a positive attitude toward English learning. Action research was shown to be an effective method for the teachers who are attempting to raise the quality of learning in a class, and it also contributes to creating a strong relationship between teachers and students.

This article describes an action research of first-year Japanese students at university on their listening exercises in the TOEIC class. The students' motivation for listening was so low that they did not want to attempt the task. Therefore to increase their motivation, the author brought English songs as preparation for the listening exercises in class. It was quite a unique and enjoyable approach to the less motivated students and they were keen to listen to it. As a result, subsequently, they actively participated in the listening exercises. Moreover, they were less anxious about listening to English.

英語が苦手な学生に英語を教えるためには、教師はどのような努力をすべきであろうか。まず、学生の特性をとらえ、英語力を考慮し、クラスにあった授業をデザインする。それに加えて、教師と学生の人間関係の構築も重要で、決して一方通行の指導ではいけない。学生が不安を感じず、積極的に参加できる環境を整えることが教師の役目ではないだろうか。また、授業に対する教師の熱意が学生を変えるのは言うまでもない。本稿では英語に苦手意識を持つ学生が多いスポーツクラスでの取り組みを紹介する。授業はアクティビティを多く取り入れ、学生が「楽しい」と感じるものであった。その結果、学生の授業参加意欲は向上し、「英語が苦手」から「英語が好き」に変化していった。 (英文） In case a student's motivation is low, what should a teacher do？ The teacher needs to consider the students' character profile, their English ability, and design suitable lesson plans. Furthermore, in order for the teacher to have a good relationship with the students, a teacher should try to understand the students. The teacher's role is to create a relaxing atmosphere for students with low motivation. It is also clear that the teacher's passion affects students' attitude. This paper presents the case of a class that has many slow learners. The class was enjoyable with regard to the field of education with some effective activities. As a result, students' motivation was raised and they enjoyed learning English.

The introduction of English into the elementary school curriculum has caused concern among teachers in service and teacher trainees. This has led to an urgent need to equip teachers with ways to deal with English activities for young learners. To offer suggestions and possible ways to gain such expertise, the JACET Kansai Chapter SIG conducting research on English Language Proficiency Indices (ELPI) offered a workshop for elementary school teachers, volunteers teaching young learners and university students aspiring to become teachers. The workshop was aimed at offering suggestions on how to have those involved in working with young learners develop and polish the skills needed for optimal involvement in English activities. The program was composed of five sections dealing with techniques for optimizing team teaching of the homeroom teacher and an English guest teacher, activities that would appeal to children from the lower to the upper grades of elementary school, tips on how to integrate English activities with those of other study areas, the development of a true awareness of cultural understanding, and the introduction of and suggestions for using various freely available Internet sites for developing classroom activities as well as improving English skills. Questionnaire responses from the workshop participants were very positive with requests for further workshops. This paper introduces the aims of the workshop, presents examples of its content and summarizes the responses from the participants. It concludes with proposals for what those involved in college English teaching can do to aid teacher training and to support the very important area of teaching English to young learners.